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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Ndimande, Bekisizwe S."). Showing records 1 – 12 of 12 total matches.

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University of Illinois – Urbana-Champaign

1. Linares, Rebecca. Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru.

Degree: MA, 0286, 2012, University of Illinois – Urbana-Champaign

 This thesis explores Educación Intercultural Bilingüe, or Intercultural Bilingual Education (EIB), in Peru with arguments based on ethnographic research conducted by the author between May… (more)

Subjects/Keywords: Peru; Quechua; Bilingualism; Intercultural Bilingual Education

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APA (6th Edition):

Linares, R. (2012). Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Linares, Rebecca. “Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/31081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Linares, Rebecca. “Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru.” 2012. Web. 19 Feb 2019.

Vancouver:

Linares R. Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/31081.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Linares R. Giving children the tools to participate: a case for the intercultural bilingual classroom in Peru. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31081

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Deely, Katrina A. Cutting class: Educator perspectives on teacher absenteeism in Brazil.

Degree: MA, 0286, 2011, University of Illinois – Urbana-Champaign

 According to research performed by the Organization for Economic Co-operation and Development (OECD) in 2008, 32% of Brazilian teachers work in schools whose principals complain… (more)

Subjects/Keywords: Teacher absenteeism; Education in Brazil; Neoliberalism; Feminization of Teaching

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APA (6th Edition):

Deely, K. A. (2011). Cutting class: Educator perspectives on teacher absenteeism in Brazil. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Deely, Katrina A. “Cutting class: Educator perspectives on teacher absenteeism in Brazil.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/24341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Deely, Katrina A. “Cutting class: Educator perspectives on teacher absenteeism in Brazil.” 2011. Web. 19 Feb 2019.

Vancouver:

Deely KA. Cutting class: Educator perspectives on teacher absenteeism in Brazil. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/24341.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Deely KA. Cutting class: Educator perspectives on teacher absenteeism in Brazil. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24341

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

3. Gitonga, Kevin. Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya.

Degree: PhD, 4096, 2014, University of Illinois – Urbana-Champaign

 Growing segments of the Kenyan population are demanding higher education. Recent statistics indicate an increase in university enrolments as well as rapid expansion in higher… (more)

Subjects/Keywords: College-to-work; Kenya; School-to-work; Youth Unemployment

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APA (6th Edition):

Gitonga, K. (2014). Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49458

Chicago Manual of Style (16th Edition):

Gitonga, Kevin. “Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/49458.

MLA Handbook (7th Edition):

Gitonga, Kevin. “Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya.” 2014. Web. 19 Feb 2019.

Vancouver:

Gitonga K. Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/49458.

Council of Science Editors:

Gitonga K. Navigating the transition from college to work: A study of baccalaureate graduates of a private university in Kenya. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49458


University of Illinois – Urbana-Champaign

4. Radhakrishnan, Ritu. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.

Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign

 This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to… (more)

Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school

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APA (6th Edition):

Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648

Chicago Manual of Style (16th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/49648.

MLA Handbook (7th Edition):

Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 19 Feb 2019.

Vancouver:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/49648.

Council of Science Editors:

Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648


University of Illinois – Urbana-Champaign

5. Devers, Christopher J. Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach.

Degree: PhD, Curriculum and Instruction, 2009, University of Illinois – Urbana-Champaign

 The purpose of this study was to learn about students??? learning through cross-cultural online education. The participants were students involved in the course ???Teaching and… (more)

Subjects/Keywords: sociocultural theory; critical pedagogy; cross-cultural; multicultural; online; technology

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APA (6th Edition):

Devers, C. J. (2009). Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/11768

Chicago Manual of Style (16th Edition):

Devers, Christopher J. “Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach.” 2009. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/11768.

MLA Handbook (7th Edition):

Devers, Christopher J. “Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach.” 2009. Web. 19 Feb 2019.

Vancouver:

Devers CJ. Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2009. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/11768.

Council of Science Editors:

Devers CJ. Students' perspectives and learning from a cross-cultural online course: The influence of a critical pedagogical approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2009. Available from: http://hdl.handle.net/2142/11768


University of Illinois – Urbana-Champaign

6. Laosebikan, Olanipekun. From student to immigrant: the diasporization of the African student in the United States.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 This dissertation examines African student non-return within the larger historical pursuit of higher education in the United States by African students. Non-return by African students… (more)

Subjects/Keywords: Non-return; higher education; African students; African Diaspora; Diasporization.

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APA (6th Edition):

Laosebikan, O. (2012). From student to immigrant: the diasporization of the African student in the United States. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31922

Chicago Manual of Style (16th Edition):

Laosebikan, Olanipekun. “From student to immigrant: the diasporization of the African student in the United States.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/31922.

MLA Handbook (7th Edition):

Laosebikan, Olanipekun. “From student to immigrant: the diasporization of the African student in the United States.” 2012. Web. 19 Feb 2019.

Vancouver:

Laosebikan O. From student to immigrant: the diasporization of the African student in the United States. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/31922.

Council of Science Editors:

Laosebikan O. From student to immigrant: the diasporization of the African student in the United States. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31922


University of Illinois – Urbana-Champaign

7. Hall, Van-Anthoney L. Critical black aesthetics: Curriculum for social justice.

Degree: PhD, 0215, 2011, University of Illinois – Urbana-Champaign

 This study critically examines Black aesthetic theory. The sociopolitical sensibilities of Black aesthetics may be viewed as a response or a critical ???talking back??? to… (more)

Subjects/Keywords: Aesthetic Education; Curriculum Theory; Curriculum and Social Justice; Black Aesthetics; Aesthetics

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APA (6th Edition):

Hall, V. L. (2011). Critical black aesthetics: Curriculum for social justice. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18289

Chicago Manual of Style (16th Edition):

Hall, Van-Anthoney L. “Critical black aesthetics: Curriculum for social justice.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/18289.

MLA Handbook (7th Edition):

Hall, Van-Anthoney L. “Critical black aesthetics: Curriculum for social justice.” 2011. Web. 19 Feb 2019.

Vancouver:

Hall VL. Critical black aesthetics: Curriculum for social justice. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/18289.

Council of Science Editors:

Hall VL. Critical black aesthetics: Curriculum for social justice. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18289

8. Fitzsimmons, Jason. A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators.

Degree: PhD, 0215, 2010, University of Illinois – Urbana-Champaign

 The purpose of this study was to investigate faculty development from the perspectives of program administrators in different colleges of a Division I research institution.… (more)

Subjects/Keywords: Faculty Development Programs; Faculty Development; Teaching; Student Learning; Research Institution; Colleges; Administrator's Perspective

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APA (6th Edition):

Fitzsimmons, J. (2010). A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16048

Chicago Manual of Style (16th Edition):

Fitzsimmons, Jason. “A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/16048.

MLA Handbook (7th Edition):

Fitzsimmons, Jason. “A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators.” 2010. Web. 19 Feb 2019.

Vancouver:

Fitzsimmons J. A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/16048.

Council of Science Editors:

Fitzsimmons J. A case study of faculty development programs in Division I research institution colleges: the perspective of the program administrators. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16048

9. Byfield, Lavern. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.

Degree: PhD, 0095, 2012, University of Illinois – Urbana-Champaign

 Few studies on English language learners (ELLs) focus on teachers’ perceptions of bilingualism and bidialectalism and describe the impact of those perceptions on language arts… (more)

Subjects/Keywords: English language learners; English language arts pedagogy; language minority students; teachers' perceptions

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APA (6th Edition):

Byfield, L. (2012). Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34201

Chicago Manual of Style (16th Edition):

Byfield, Lavern. “Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/34201.

MLA Handbook (7th Edition):

Byfield, Lavern. “Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy.” 2012. Web. 19 Feb 2019.

Vancouver:

Byfield L. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/34201.

Council of Science Editors:

Byfield L. Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34201

10. Zimny, Kenneth. Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society.

Degree: PhD, 1144, 2012, University of Illinois – Urbana-Champaign

 This research project is a follow-up to a study conducted by Michael Schlosser. Schlosser (2011) studied how the Midwest Police Academy (a pseudonym) prepared recruits… (more)

Subjects/Keywords: Police; Action Research; Police Training; Cultural Diversity; Multiculturalsim

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APA (6th Edition):

Zimny, K. (2012). Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31029

Chicago Manual of Style (16th Edition):

Zimny, Kenneth. “Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/31029.

MLA Handbook (7th Edition):

Zimny, Kenneth. “Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society.” 2012. Web. 19 Feb 2019.

Vancouver:

Zimny K. Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/31029.

Council of Science Editors:

Zimny K. Teaching police cultural diversity: using action research to improve the Midwest Police Academy's preparation of recruits to police in a diverse society. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31029

11. Some-Guiebre, Wen-Yam. Mainstreaming second language learners: teachers' instructional strategies in the classroom.

Degree: PhD, 0215, 2012, University of Illinois – Urbana-Champaign

 This study examines the way mainstream teachers interact with their immigrant students to identify the framework(s) within which the students develop perceptions about their cultural… (more)

Subjects/Keywords: Multicultural education; English language learners; African immigrants; Teachers' education

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APA (6th Edition):

Some-Guiebre, W. (2012). Mainstreaming second language learners: teachers' instructional strategies in the classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31086

Chicago Manual of Style (16th Edition):

Some-Guiebre, Wen-Yam. “Mainstreaming second language learners: teachers' instructional strategies in the classroom.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/31086.

MLA Handbook (7th Edition):

Some-Guiebre, Wen-Yam. “Mainstreaming second language learners: teachers' instructional strategies in the classroom.” 2012. Web. 19 Feb 2019.

Vancouver:

Some-Guiebre W. Mainstreaming second language learners: teachers' instructional strategies in the classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/31086.

Council of Science Editors:

Some-Guiebre W. Mainstreaming second language learners: teachers' instructional strategies in the classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31086

12. Felicio, Vivian Carla Andrade. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 This study examines the case of Anita, a Brazilian emergent bilingual, studying and living in the United States. It highlights the critical issue of culturally… (more)

Subjects/Keywords: Literacy practices; Culturally relevant literacy; bilingual education; Case study

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APA (6th Edition):

Felicio, V. C. A. (2015). Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78739

Chicago Manual of Style (16th Edition):

Felicio, Vivian Carla Andrade. “Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 19, 2019. http://hdl.handle.net/2142/78739.

MLA Handbook (7th Edition):

Felicio, Vivian Carla Andrade. “Culturally relevant literacy practices: a case of a Brazilian emergent bilingual.” 2015. Web. 19 Feb 2019.

Vancouver:

Felicio VCA. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Feb 19]. Available from: http://hdl.handle.net/2142/78739.

Council of Science Editors:

Felicio VCA. Culturally relevant literacy practices: a case of a Brazilian emergent bilingual. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78739

.